Improving Campus Climate to Support Faculty Diversity and Retention: A Pilot Program for New Faculty

Piercy, Fred P.; Giddings, Valerie L.; Allen, Katherine R.; Dixon, Benjamin; Meszaros, Peggy S.; Joest, Karen S.

doi:10.1007/s10755-005-3297-z

Cited by 81 publications

(60 citation statements)

References 11 publications

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“…This peer mentoring has smoothed our transitions into the academy. Consistent with our process of affiliating with different communities flexibly, we recommend that junior faculty form single or multi-institutional peer mentoring groups on the basis of any relevant shared affiliation-gender, race/ethnicity, faculty status, cultural background issues, shared research interests, and/or other issues (Boice 2000;Friend and Gonzales 2009;Gillespie et al 2006;Piercy et al 2006;Wildman et al 2000). As faculty members, relating to each other's complex identities has also allowed us the opportunity to validate (Rendon 1994) our personal biographies as mixed-heritage Latinas, as well as our teaching approaches and concerns for educational equity.…”

Section: Recommendationsmentioning

confidence: 98%

Pedagogy for Equity: Teaching in a Hispanic-Serving Institution

2010

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Three female tenure-track faculty members at a Hispanic-Serving Institution explored how their cultural backgrounds inform their pedagogical approaches toward equity. They drew upon Mills's (1959) and Collins's (1993) frameworks to examine how their personal biographies, local social contexts, and broader systemic institutions affect their teaching processes for diverse students. These teaching processes include limiting assumptions about students, encouraging students to consider their own personal biographies in relation to the social world, welcoming students' multiple modes of expression, serving as role models, and challenging inequities in schooling. They conclude with recommendations for enhancing inclusivity in student learning and faculty development.

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Section: Recommendationsmentioning

confidence: 98%

Pedagogy for Equity: Teaching in a Hispanic-Serving Institution

2010

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“…Thus, development and maintenance of a supportive institutional climate and culture are essential, and strong leadership is needed to foster efforts to promote a climate and culture of equal opportunity, diversity, and institutional change. [58][59][60][61][62] This questionnaire also asked women faculty members to reflect on the impact of role models on their academic careers, as previous studies have recognized the importance of mentors and role models in career choices. 63,64 Women faculty members noted that role The subcategory column lists only the most frequently cited subcategory for each generic category.…”

Section: 47mentioning

confidence: 99%

Multi-Institutional Study of Women and Underrepresented Minority Faculty Members in Academic Pharmacy

Chisholm-Burns

Spivey

Billheimer

et al. 2012

American Journal of Pharmaceutical Education

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Objectives. To examine trends in the numbers of women and underrepresented minority (URM) pharmacy faculty members over the last 20 years, and determine factors influencing women faculty members' pursuit and retention of an academic pharmacy career. Methods. Twenty-year trends in women and URM pharmacy faculty representation were examined. Women faculty members from 9 public colleges and schools of pharmacy were surveyed regarding demographics, job satisfaction, and their academic pharmacy career, and relationships between demographics and satisfaction were analyzed. Results. The number of women faculty members more than doubled between 1989 and 2009 (from 20.7% to 45.5%), while the number of URM pharmacy faculty members increased only slightly over the same time period. One hundred fifteen women faculty members completed the survey instrument and indicated they were generally satisfied with their jobs. The academic rank of professor, being a nonpharmacy practice faculty member, being tenured/tenure track, and having children were associated with significantly lower satisfaction with fringe benefits. Women faculty members who were tempted to leave academia for other pharmacy sectors had significantly lower salary satisfaction and overall job satisfaction, and were more likely to indicate their expectations of academia did not match their experiences ( p,0.05). Conclusions. The significant increase in the number of women pharmacy faculty members over the last 20 years may be due to the increased number of female pharmacy graduates and to women faculty members' satisfaction with their careers. Lessons learned through this multi-institutional study and review may be applicable to initiatives to improve recruitment and retention of URM pharmacy faculty members.

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“…Further, faculty of color often struggle with issues of developing personal and professional identity within the academy. Mentoring, opportunities for leadership, participation in program planning and the establishment of a supportive community have been proposed as important supports for faculty of color (Piercy et al 2005).…”

Section: Literature Review: Barriers To Navigating the Tenure Processmentioning

confidence: 99%

Smiling Faces and Colored Spaces: The Experiences of Faculty of Color Pursing tenure in the Academy

et al. 2009

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Through a comprehensive literature review, this article identifies and discusses barriers to recruitment and retention of faculty of color. Marginalization, racism and sexism manifested as unintended barriers are presented as a few of the barriers faculty of color face in successfully navigating the tenure process. Informed by this literature review, we conducted a self-study that presents the experiences of four faculty of color navigating the tenure process in a predominately white Research Institution. The purpose of this study was to share the experiences of three junior faculty of color as they navigate the tenure process, and one tenured faculty of color who is informally mentoring them through the process. This article highlights the findings of one component of a broader study: focus group discussions about how diversity efforts and activities are subsequently evidenced in teaching, research agendas and service. Four themes are presented: Academic Identity; Confronting Diversity, Mentoring, and Safe Spaces. A discussion of the consequences of these findings on faculty of color retention and recruitment is included. Recommendations are made to other predominately white institutions on how to address issues facing faculty of color.

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Improving Campus Climate to Support Faculty Diversity and Retention: A Pilot Program for New Faculty

Cited by 81 publications

References 11 publications

Pedagogy for Equity: Teaching in a Hispanic-Serving Institution

Pedagogy for Equity: Teaching in a Hispanic-Serving Institution

Multi-Institutional Study of Women and Underrepresented Minority Faculty Members in Academic Pharmacy

Smiling Faces and Colored Spaces: The Experiences of Faculty of Color Pursing tenure in the Academy

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